Comparison of the effectiveness of the motivational model based on progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities

Document Type : Scientific Articles

Authors

1 phd student in educational psychology.department of psychology.ardabil branch.islamic azad university.ardabil.iran

2 author.distinguished professor.department of psychology,mohaghegh ardaili university,ardabil.iran

3 assistant professor.department of psychology.ardabil branch.islamic azad university.ardabil.iran

Abstract

Learning disabilities are one of the major problems that cause a large number of students to drop out of school at an early age. The aim of the present study was to compare the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities.
The method of the present study was an semi experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Of these, 45 were selected by available sampling and after random replacement in three experimental and control groups were studied were selected (15 people in each group). The data collection tool was a school belonging questionnaire. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.
The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of the variable of school belonging (F = 16.233).
Practically, considering the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school, adding emotion regulation training and motivation for progress in school programs tailored to the needs and learning styles of students with learning disabilities, can It has a great effect on increasing the sense of belonging to the school and the effective communication of students with teachers.

Keywords

References

پژوهنده، علی، فرزاد، دکتر ولی‌الله، کدیور، دکتر پروین. (1391). بررسی شاخص‌های روان‌سنجی پرسشنامه دلبستگی به مدرسه. فصلنامه علمی پژوهشنامه تربیتی، 8(33)، 26-1.
حکیم زاده، رضوان، درانی، کمال، ابوالقاسمی، مهدی، نجاتی، فرهاد. (1393). بررسی رابطه‌ی احساس تعلق به مدرسه با انگیزه‌ی پیشرفت و عملکرد تحصیلی دانش‌آموزان دوره‌ی متوسطه نظری شهر اصفهان. علوم تربیتی. 21(1)، 166-151.
نورعلی، همت، حاجی یخچالی، علیرضا، شهنی ییلاق، منیجه، مکتبی، غلامحسین. (1397). تأثیر آموزش راهبردهای تنظیم شناختی هیجان بر سازگاری، بهزیستی مدرسه و تنظیم هیجان در دانش‌آموزان پسر مدارس استعدادهای درخشان. مجله دست آوردهای روان‌شناختی، 25(2)، 110-91.
یعقوبی، ابوالقاسم، ذوقی پایدار، محمدرضا، فرهادی، مهران، یوسفی، بهنوش. (1399). پیش‌بینی بهزیستی تحصیلی بر اساس احساس تعلق به مدرسه و نشاط ذهنی با میانجیگری جهت‌گیری هدف در دانش‌آموزان، روان‌شناسی مدرسه، 9(2)، 189-169.
Anderson-Inman, L. (1999). Computer-based solutions for secondary students with learning disabilities: Emerging issues. Reading and Writing Quarterly, 15, 239-249.
Bauminger, N., & Kimhi-Kind, I. (2008). Social informa-tion processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41, 315–332. Doi: 10.1177/ 0022219408316095
Buhs, E. S., Koziol, N. A., Rudasill, K. M., & Crockett, L. J. (2018). Early temperament and middle school attachment: School social relationships as mediating processes. Journal of Educational Psychology, 110(3), 338 - 354.
Campos, J. J., Walle, E. A., Dahl, A., & Main, A. (2011). Reconceptualizing emotion regulation. Emotion review, 3(1), 26-35.
Compas, B., Jaser, S., Bettis, A., Watson, K., Gruhn, M., Dunbar, J., et al. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. PsychologicalBulletin, 143, 939–991.
Graham, S., & Harris, K. R (1999). Assessment and intervention in overcoming writing difficulties: An illustration from the self- regulated strategy development model. Language, Speech and Hearing Services in Schools, 30, 255-264.
Grigorenko, E. L., Compton, D.L., Fuchs, L.S., Wagner, R.K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. Journal of American Psychologist, 75(1), 37-51.
Gross, J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26,1e26.
Gross, J. J., & Jazaieri, H. (2014). Emotion, emotion regu-lation, and psychopathology: An affective science per-spective. Clinical Psychological Science, 2, 387–401.
Hall, C. W., Spruill, K. L., & Webster, R. E. (2002). Motivational and attitudinal factors in college students with and without learning disabilities. Learning Disability Quarterly, 25, 79-86.
Houck, C. D., Hadley, W., Barker, D., Brown, L. K., Hancock, E., & Almy, B. (2016). An emotion regula-tion intervention to reduce risk behaviors amongat-risk early adolescents. Prevention Science, 17 (1), 71–82. Doi: 10.1007/s11121-015-0597-0
Jamil, M., Jamil, S., & Batool, A. (2019). Identification of Dyslexic Students and Its Impact on Their Academic Achievement: A Case Study of Public School in Multan. Pakistan Journal of Social Sciences (PJSS), 39(2), 582-592
Kopelman-Rubin, D., Siegel, A., Weiss, N., & Kats-Gold, I. (2020). The Relationship between Emotion Regulation, School Belonging, and Psychosocial Difficulties among Adolescents with Specific Learning Disorder. Children & Schools, 42(4), 216-224.
Leeson, P., Ciarrochi, J., & Heaven, P.C.L. (2008). Cognitive ability, personality, and academic performance in adolescence. Personality and Individual Differences, 45, 630-635
Liu, Y., Kim, H., Carney, J. V., Chung, K. S., & Hazler, R. J. (2020). Individual and contextual factors associated with school connectedness in the context of counseling in schools. Journal of Counseling & Development, 98(4), 391-401.
Lizarraga, M.L.S., Baquedano, T.S., & Oliver, M.S. (2010). Stimulation of thinking skills in high school students. Educational Studies, 36(3), 329-340. Doi: 10.1080/ 0305569090342503.
MacClelland, D. C. (1961). Achieving society (Vol. 92051). Simon and Schuster.
Miciak, J., & Fletcher, J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of learning disabilities, 53(5), 343-353.
Milligan, K., Phillips, M., & Morgan, A. S. (2016). Tailoring social competence interventions for children with learning disabilities. Journal of Child and Family Studies, 25(3), 856-869
Mouton, S., Dewitt, J., & Glazier, B. (1993). Assessing attachment to school in middle school students: The school attachment questionnaire. Unpublished manuscript.
Pezhohandeh, A., farzad, V., kadivar, P. (2012). Investigating psychometric characteristics of school attachment questionnaire. Educational researches, 8(33), 1-26.
Rogers, C.R., Guyer, A. E., Nishina, A., & Conger, K. J. (2018). Developmental change in sibling support and school attachment across adolescence. Journal of Research on Adolescence, 28(4), 858 - 874.
Schuler, J., Sheldon, K.M., & Frohlich, S.M. (2010). Implicit need for achievement moderates the relationship between competence need satisfaction and subsequent motivation. Journal of Research in Personality, 44, 1-12.
Sheldon, K. M., & Cooper, M. L. (2008). Goal striving within agentic and communal roles: Separate but functionally similar pathways to enhanced well-being. Journal of Personality, 76(3). doi:1111/J.1467-6494-2008.00491.x
Shields, A., & Cicchetti, D. (1997). Emotion regulationamong school-age children: The development andvalidation of a new criterion q-sort scale. Developmen-tal Psychology, 33, 906–916. doi:10.1037/0012-1649.33.6.906
Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25, 141-151.
Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psycho‐social functioning: An exploratory study of the role of self‐esteem and understanding. Dyslexia, 15(4), 304-327.
Wong, B. (2000). Writing strategies instruction for expository essays for adolescents with and without learning disabilities. Topics in Language Disorders, 20(4), 29-44.
Journal of Educational Psychology Studies
Volume 18, Issue 43
November 2021
Pages 100-85

Files

Share

How to cite

Statistics